Posts Tagged ‘korihor’

BYU Ed Dept Endorses Korihor Again

BYU’s Department of Education has published their Spring 2011 edition of McKay Today Magazine and contained in this small compilation is a tribute by former dean Robert Patterson to none other than John Goodlad. Susie Schnell sent me a link to it and even though it’s an article that has been seen on BYU’s website in the past, they chose to re-emphasize their complete and utter devotion to a man who is seeking the overthrow of all that BYU supposedly stands for.

First and foremost, lets be 100% clear that John Goodlad is an anti-Christ, and in LDS terminology, we would also call him a Korihor. He is an atheist, humanist, socialist, who espouses population control, constructivist math, implementing the gay agenda in the classroom, and having teachers introduce Marxist social justice in the classroom. Goodlad invited Bill Ayers, the godless Marxist terrorist turned educator to be the keynote speaker at his NNER conference last October. None of these philosophies are worthy of BYU’s mission or standards, neither does it correspond with direct teachings from the Book of Mormon which instruct us that both our secular teachers, and ecclesiastical leaders, should be individuals who walk in God’s paths or we should not trust them.

Mosiah 23:14 “And also trust no one to be your teacher nor your minister, except he be a man of God, walking in his ways and keeping his commandments.”

The BYU Education Department’s infatuation with Goodlad is completely independent of the LDS church. The church may own the school, but once teachers have tenure their ideology comes out without much fear of retribution in spite of the poison they may subtly distribute to students who believe their teachers are only espousing God’s truths and not the philosophies of men. They embrace Goodlad’s worldly philosophies because he is nationally prominent and has bestowed honors upon them and their college of education, specifically naming two individuals (Steve Baugh and John Rosenberg) as AED Scholars (Agenda for Education in a Democracy), and working with BYU for decades within his national network.

There are three dangers that threaten the church from within, and the authorities need to awaken to the fact that the people should be warned unceasingly against them. As I see them, they are flattery of prominent men in the world, false educational ideas, and sexual impurity.

Joseph F. Smith

2 out of 3 ain’t good.

BYU’s Ed department’s embrace of Goodlad shows they have utterly failed to follow the counsel of leaders, and of their core scriptural beliefs.

Last year (2010) when BYU’s Education Department was under attack from us for being members of John Goodlad’s NNER, which was trying to force BYU to accept the gay agenda into their school, the Provo Daily Herald reported that BYU was dropping its membership with the NNER (National Network for Educational Renewal) for “financial” reasons. However, in that same article, the Herald said, “Far from divorcing themselves from Goodlad, BYU provided the Daily Herald with a summary of Goodlad’s achievements” and went on to praise and adore this prominent national educator.

So here we are one year later and some have wondered if BYU’s Education Department was possibly changing their direction. They have answered with a resounding NO.

This tribute (PDF) in their latest newsletter clearly shows where they stand. My comments are on the right. (I also suggest to BYU’s Ed Dept. that they look at the title tag they have used with Robert Patterson’s photo and correct the (Freudian?) slip where they have named him “John Godland.”)

John Goodlad’s Influence on the BYU–Public School Partnership
By Robert Patterson
 My Comments
Robert Patterson is a lifelong educator and author. He was a former dean of the McKay School of Education at Brigham Young University between 1999 and 2003, during which time he worked closely with John Goodlad. John Goodlad has been working close with BYU’s Ed. Dept. since 1983 when he first set up the Public School Partnership between BYU and 5 surrounding school districts, and in 1986 when BYU’s Ed. Dept. became a founding member of the NNER.
As I participated in the various activities of the BYU–Public School Partnership (BYU–PSP), I experienced an oft-repeated query from fellow participants: “Why do we pay so much attention to the opinions and ideas of John Goodlad?” I want to offer three possible responses. Here comes the official answer as to why BYU’s Ed. Dept. pays to much attention to John Goodlad.
First, I suggest we look at the professional record of this man. His colleagues have publicly acknowledged the extent and value of his work by literally showering him with prestigious awards, including the Horace Mann League Outstanding Friend of Public Education and the John Dewey Society Outstanding Achievement Award in 2009. He has tirelessly done his utmost to address educational issues in a manner to help fellow professionals as well as the larger interested public. Reason 1: he’s a prestigious (prominent) national award winnerHorace Mann: Creator of compulsory education”What the church has been for medieval man, the public school must become for democratic and rational man. God will be replaced by the concept of the public good. The common (public) schools shall create a more far-seeing intelligence and a pure morality than has ever existed among communities of men.” -Mann

John Dewey: Original signatory on the atheistic, socialistic, Humanist Manifesto.

Education is thus a most powerful ally of Humanism, and every American public school is a school of Humanism. What can the theistic Sunday-schools, meeting for an hour once a week, and teaching only a fraction of the children, do to stem the tide of a five-day program of humanistic teaching?” -Dewey

Evil, godless, prominent men who have an agenda to destroy faith in God and have awards named after them and Goodlad has received them. That’s reason #1 BYU’s Ed. Dept. follows Goodlad.

The second compelling reason relates to his role in helping to launch and enrich the organization of the Partnership. On invitation from Curtis Van Alfen, the BYU dean of education in 1983, Goodlad spent several months at BYU helping school district and university personnel catch a vision of the benefits of a collaborative relationship. Reason 2: Goodlad did tremendous service for BYU to help them catch a vision of a collaborative relationship.What is Goodlad’s agenda?”The curriculum of the future will be what one might call the humanistic curriculum.” -Goodlad
Goodlad also invited the Partnership to become a member of the National Network for Educational Renewal (NNER). As a result, participants of the BYU–PSP have received outstanding leadership training as well as the opportunity to interact with school or university faculty members from other NNER sites. One result of this interaction has been the replication of the Seattle Associates Program at BYU. The Partnership has used associates as one of the main ways of sharing ideas and promoting a common value position within the BYU–PSP. Reason 3: If you read the titles of some of the NNER conference talks, of which BYU Ed. Dept. professors regularly presented (along with Alpine School District leaders from the PSP) you’ll find intriguing topics such as these:”The Creation of a Wise and Healthy People and a Culture for Sustaining and Renewing  this Populace” (Sounds eerily like the U.N.’s Agenda 21 plan)”Expert Study Panel Groups (GLBT & Community Engagement)” (I don’t think I need to comment on this one)

School-based Mentoring: A Nurturing Approach to Improve the Educational Outcomes of Students At-risk” (This particular session was taught by a BYU prof. and when you read the brief section below, you’ll see their mentoring/nurturing approach is to supplant the parent with a nurturing teacher. Where did that come from? “Most youth still hold the same values of their parents… if we do not alter this pattern, if we don’t resocialize, our system will decay.“- John Goodlad)

And Justice For All: Using Artificial Environments to Create Community and Teach Diversity

The Re-emergence of the Research School: A Model To Meet the Challenges of Education for Democracy

Whatever happened to teachers getting trained in how to teach math, reading, and writing? These courses have NOTHING to do with educating our children and EVERYTHING to do with indoctrinating them into a “social and political Democracy.”

Another significant and valuable application of Goodlad’s leadership is our Center for the Improvement of Teacher Education and Schooling (CITES). By accepting Goodlad’s challenge to experiment with this new organizational structure, we have found ways to include other BYU colleges in the Partnership, to strengthen the in-service provisions offered for school personnel, and to generate ideas through research and program evaluation. Reason 4: The wonderful CITES center where the application of Goodlad’s philosophies are extended to other colleges, and through which PSP school administrators and principals pass in order to be deemed “Goodlad-agenda-ready” for public service. CITES is run by Steve Baugh, Goodlad AED scholar. Baugh is the former Superintendent of Alpine School District where he helped bring constructivist math (ex. Investigations, Connected, and Interactive math) to tens of thousands of children, forever damaging their mathematical abilities, but following Goodlad’s recommendations that a socialistic style constructivist approach be used to help further prepare children for life in a social and political Democracy.CITES also receives hundreds of thousands of public tax dollars each year yet won’t allow for an audit or release of how those tax dollars are spent in spite of requests by legislators.
John Goodlad has encouraged and supported the BYU–PSP in powerful ways. Without the benefits derived from the focus associated with his writings and programs and the example of excellent leadership through skillful mentoring and modeling of ideas and practices, the BYU–PSP would be far less able to speak with pride of the quality of education in our partner districts and in our university teacher preparation programs. We continue to be richly rewarded for celebrating Dr. John I. Goodlad. Quality of education in our partner districts? Is that why UVU has a math remediation *department* for the nearly 70% of incoming students who can’t do simple college algebra?Teacher prep is nothing more than indoctrination prep. There is precious little content knowledge being transmitted to those who obtain a teaching certificate, but loads of philosophical poison from Goodlad’s agenda. We need teachers who actually understand math to teach it.

“As the educational system falls into the hands of the in-power political faction or into the hands of an obscure but tightly knit group of professional social reformers, it is used not to educate but to indoctrinate.” Ezra Taft Benson (An Enemy Hath Done this – pg. 229)

“I feel to warn you that one of the chief means of misleading our youth and destroying the family unit is our educational institutions. There is more than one reason why the Church is advising our youth to attend colleges close to their homes where institutes of religion are available. It gives the parents the opportunity to stay close to their children, and if they become alerted and informed, these parents can help expose the deceptions of men like Sigmund Freud, Charles Darwin, John Dewey, John Keynes and others. There are much worse things today that can happen to a child than not getting a full education. In fact, some of the worst things have happened to our children while attending colleges led by administrators who wink at subversion and amorality. Said Karl G. Maeser, “I would rather have my child exposed to smallpox, typhus fever, cholera or other malignant and deadly diseases than to the degrading influence of a corrupt teacher.” Ezra Taft Benson (The Teachings of Ezra Taft Benson, p. 307.)

John Goodlad is among the “others” mentioned and a disciple of John Dewey.

“There is a spirit working among the Saints to educate their own offspring. If our children will be all we will have for a foundation of glory in eternity, how needful that they be properly trained… There are wolves among us in sheep’s clothing ready to lead astray our little ones… Wolves do not devour old sheep when there are any young ones. I have herded sheep long enough to know that. Look after your children.”- Elder John W. Taylor, (Collected Discourses 2:138.)

The BYU Ed. Dept. magazine also contains an article entitled “Education in a Changing World” (PDF) and the very first section says:

What Is a Mentor?

Who was your mentor? Who could be trusted to answer the important questions you had? Who was there to give you advice? Who served as a role model at important points in your life?
Most successful people have had a mentor at some time in their life, whether in business, sports, the arts, the classroom, or university work.

FiVE Things You Should Know about Mentoring

1. What a Mentor Is and What a Mentor Is Not

A mentor is not:

What a mentor is:

  • a parent
  • a cool peer
  • a babysitter
  • a therapist
  • a disciplinarian
  • a parole officer
  • a nag
  • a savior
  • an ATM
  • a wise and trusted friend
  • a link to another generation
  • a confiant
  • a tutor
  • an advisor
  • a visionary “seer” (been there, done that)
  • a cheerleader
  • a coach
  • a listener
  • an advocate
  • a sounding board
  • a guide
  • a role model
  • a partner
  • a motivator

 

The greatest mentor I have had in my life is my father. I wonder how the department integrates the Proclamation on the Family into their philosophies? This article further shows the embrace of Goodlad’s philosophy as he believes:

Public education has served as a check on the power of parents, and this is another powerful reason for maintaining it.”- John Goodlad, Developing Democratic Character in the Young, pg. 165

One of Goodlad’s core 4 dimensions of teaching is that teachers become the nurturers of students. Here’s a few Goodlad quotes (references at link) for you.

[schools] should liberate students from the ways of thinking imposed by religions and other traditions of thought.”

“…educators must resist the quest for certainty. If there were certainty there would be no scientific advancement. So it is with morals and patriotism.”

“It is my expectation that Teacher Education for Democracy and Social Justice will become a rich resource for continuing this multi-layered conversation-from democratic belief to democratic action-that is the hallmark of educational renewal.”

“…the state we should strive for is better described in Deweyan terms as a social democracy.

I ask, do you believe the philosophies of John Goodlad will help build up Zion? I say they will not. They will tear it down and destroy it. They will indoctrinate in false philosophies and destroy faith in God. Has the BYU Ed. Dept. fallen into this cunning plan?

2 Nephi 9

28 O that cunning plan of the evil one! O the vainness, and the frailties, and the foolishness of men! When they are learned they think they are wise, and they hearken not unto the counsel of God, for they set it aside, supposing they know of themselves, wherefore, their wisdom is foolishness and it profiteth them not. And they shall perish.

29 But to be learned is good if they hearken unto the counsels of God.

What is that counsel we are to hearken to?

We have not been using the Book of Mormon as we should. Our homes are not as strong unless we are using it to bring our children to Christ.Our families may be corrupted by worldly trends and teachings unless we know how to use the book to expose and combat the falsehoods in socialism, organic evolution, rationalism, humanism, and so forth… And our nation will continue to degenerate unless we read and heed the words of the God of this land, Jesus Christ, and quit building up and upholding the secret combinations which the Book of Mormon tells us proved the downfall of both previous American civilizations. (A Witness and a Warning, p. 6.)

Those who fail to see the dangers of an alliance with John Goodlad reject the message of the Book of Mormon and are literally walking in darkness at noon-day as they become accomplices in an effort to destroy the morality and agency of man.

David O. McKay, a staunch fighter against humanism and socialism, must be weeping in heaven that his name is attached to this department.

Prominent Educators vs. Religious Leaders

By Susie Schnell, Meredith Schnell, and Oak Norton

“And also trust no one to be your teacher nor your minister, except he be a man of God, walking in his ways and keeping his commandments.” -Mosiah 23:14

Public education has served as a check on the power of parents, and this is another powerful reason for maintaining it.”
– John Goodlad, Developing Democratic Character in the Young, pg. 165

[schools] should liberate students from the ways of thinking imposed by religions and other traditions of thought.”
-John Goodlad, “Education and Community,” in Democracy, Education, and the Schools, Roger Stone, pg. 92.

“There is a spirit working among the Saints to educate their own offspring. If our children will be all we will have for a foundation of glory in eternity, how needful that they be properly trained… There are wolves among us in sheep’s clothing ready to lead astray our little ones… Wolves do not devour old sheep when there are any young ones. I have herded sheep long enough to know that. Look after your children.”
– Elder John W. Taylor, (Collected Discourses 2:138.)

“There are three dangers that threaten the church from within, and the authorities need to awaken to the fact that the people should be warned unceasingly against them. As I see them, they are flattery of prominent men in the world, false educational ideas, and sexual impurity.”
-President Joseph F. Smith (Gospel Doctrine p. 312-313.)

“Most youth still hold the same values of their parents… if we do not alter this pattern, if we don’t resocialize, our system will decay.”
– John Goodlad, Schooling for the Future, Issue #9, 1971
“Many activities link the values of one generation to the next, but perhaps the most central of these activities is parents teaching children in the home. This is especially true when we consider the teaching of values, moral and ethical standards, and faith.”
-Elder L. Tom Perry, April 2010 LDS General Conference
Parents do not own their children. They have no ‘natural right’ to control their education fully.”
– John Goodlad / Developing Democratic Character in the Young, pg. 164
“[We should] reassert the primary right and responsibility of parents for the total education of their children, including social values, religious convictions, and political concepts. Schools should be reminded that their primary field of competence is academic, not social adjustment, or world citizenship, or sex education. Parents should stand firm on this and not be intimidated by ‘professional educators.’ After all, it’s their children and their money.”
-Ezra Taft Benson (An Enemy Hath Done This, p. 231)
Education is a task for both parents and state. The state, parents, and children all have interests that must be protected.”
– John Goodlad, Developing Democratic Character in the Young, 2001, pg. 164
“While other institutions, such as church and school, can assist parents to ‘train up a child in the way he [or she] should go’ (Proverbs 22:6), ultimately this responsibility rests with parents. According to the great plan of happiness, it is parents who are entrusted with the care and development of our Heavenly Father’s children.
-Elder L. Tom Perry, April 2010 LDS General Conference
“The curriculum of the future will be what one might call the humanistic curriculum.”
– John Goodlad / Directions of Curriculum Change, The NEA Journal, March 1966

Education is thus a most powerful ally of Humanism, and every American public school is a school of Humanism. What can the theistic Sunday-schools, meeting for an hour once a week, and teaching only a fraction of the children, do to stem the tide of a five-day program of humanistic teaching?”
-Charles Potter, co-signer with John Dewey of the Humanist Manifesto, “Humanism: a New Religion”, pg. 128(Humanism is the denial of God and elevation of man. It is the “Korihor” doctrine if you are LDS.)

“Humanism is a threat to the work of the Lord. One of the greatest threats to the work of the Lord today comes from false educational ideas. There is a growing tendency of teachers within and without the church to make academic interpretations of gospel teachings – to read, as a prophet leader has said, ‘by the lamp of their own conceit.’ Unfortunately, much in the sciences, the arts, politics and the entertainment field, as has been well said by an eminent scholar, ‘all dominated by this humanistic approach which ignores God and his word as revealed through the prophets.’ This kind of worldly system apparently hopes to draw men away from God by making man the ‘measure of all things’ as some worldly philosophers have said.”
-Harold B. Lee, Conference Report 10/68 p. 59.

“There is promise, given under inspiration from the Almighty, set forth in these beautiful words:
“God shall give unto you knowledge by his Holy Spirit, yea, by the unspeakable gift of the Holy Ghost.” (D&C 121:26.)
The humanists who criticize us, the so-called intellectuals who demean us, speak only from ignorance of this manifestation… They have not heard it because they have not sought after it and prepared themselves to be worthy of it. …
Do not be trapped by the sophistry of the world which for the most part is negative and which seldom, if ever, bears good fruit. … Rather, “look to God and live.” (Alma 37:47.)”
-Gordon B. Hinckley,  10/83 GC, Be Not Deceived

“We are very particular to forbid anyone from preaching Catholicism, or Protestantism, or Mormonism, or Judaism, in a public school classroom, but for some reason we are very patient with those who teach the negative expression of religion.
In the separation of church and state we ought to demand more protection from the agnostic, from the atheist, from the communist, from the skeptic, from the humanist and the pragmatist, than we have yet been given…
I submit that the atheist has no more right to teach the fundamentals of his sect in the public school than does the theist. Any system in the schools or in society that protects the destruction of faith and forbids, in turn, the defense of it must ultimately destroy the moral fiber of the people.”
-Elder Boyd K. Packer, What Every Freshman Should Know, September 1973 Ensign

Enlightened social engineering is required to face situations that demand global action now.”
– John Goodlad / Schooling for a Global Age, pg. xiii
“If they embark on this course the difference between the old and the new education will be an important one. Where the old initiated, the new merely ‘conditions’. The old dealt with its pupils as grown birds deal with young birds when they teach them to fly; the new deals with them more as the poultry-keeper deals with young birds- making them thus or thus for purposes of which the birds know nothing. In a word, the old was a kind of propagation-men transmitting manhood to men; the new is merely propaganda.
-C.S. Lewis, Abolition of Man, Pg. 22
“…educators must resist the quest for certainty. If there were certainty there would be no scientific advancement. So it is with morals and patriotism.”
– John Goodlad / Education for Everyone: Agenda for Education in a Democracy, Woods Learning Center, pg. 6

“…a student attains ‘higher order thinking’ when he no longer believes in right or wrong. A large part of what we call good teaching is a teacher´s ability to obtain affective objectives by challenging the student’s fixed beliefs. …a large part of what we call teaching is that the teacher should be able to use education to reorganize a child’s thoughts, attitudes, and feelings.”
-Benjamin Bloom, psychologist and educational theorist, “Major Categories in the Taxonomy of Educational Objectives,” pg. 185

Unfortunately, other educators deny the existence of God or deem God irrelevant to the human condition. Persons who accept this view deny the existence of moral absolutes. They maintain that right and wrong are relative concepts, and morality is merely a matter of personal choice or expediency.”
-Elder Dallin H. Oaks, Ensign, October 1992, pg. 60

God uses scripture to unmask erroneous thinking, false traditions, and sin with its devastating effects. He is a tender parent who would spare us needless suffering and grief and at the same time help us realize our divine potential. The scriptures, for example, discredit an ancient philosophy that has come back into vogue in our day—the philosophy of Korihor that there are no absolute moral standards, that “every man prosper[s] according to his genius, and that every man conquer[s] according to his strength; and whatsoever a man [does is] no crime” and “that when a man [is] dead, that [is] the end thereof” (Alma 30:17–18)”
-Elder D. Todd Christofferson, April 2010 LDS General Conference

I walked out of jail and into my first teaching position—and from that day until this I’ve thought of myself as a teacher, but I’ve also understood teaching as a project intimately connected with social justice.”
-Bill Ayers at the World Education Forum in Caracas, Venezuela in front of Pres. Hugo Chavez“It is my expectation that Teacher Education for Democracy and Social Justice will become a rich resource for continuing this multi-layered conversation-from democratic belief to democratic action-that is the hallmark of educational renewal.”
-John Goodlad’s forward to “Teacher Education for Democracy and Social Justice,” Nicholas Michelli and David Lee Keiser
“In a complete reversal from a century ago, many today would dispute with Alma about the seriousness of immorality. Others would argue that it’s all relative or that God’s love is permissive. If there is a God, they say, He excuses all sins and misdeeds because of His love for us—there is no need for repentance. Or at most, a simple confession will do. They have imagined a Jesus who wants people to work for social justice but who makes no demands upon their personal life and behavior.
-Elder D. Todd Christofferson, April 2010 LDS General Conference

“I wonder how much we offend Satan if the proclamation of our faith is limited only to the great humanitarian work this church does throughout the world, marvelous as these activities are. When we preach the gospel of social justice, no doubt the devil is not troubled.
-President James E. Faust, Liahona, November 1995, pg. 3

“…the state we should strive for is better described in Deweyan terms as a social democracy.
– John Goodlad, Developing Democratic Character in the Young, 2001, pg. 153
I feel to warn you that one of the chief means of misleading our youth and destroying the family unit is our educational institutions. There is more than one reason why the Church is advising our youth to attend colleges close to their homes where institutes of religion are available. It gives the parents the opportunity to stay close to their children, and if they become alerted and informed, these parents can help expose the deceptions of men like Sigmund Freud, Charles Darwin, John Dewey, John Keynes and others. There are much worse things today that can happen to a child than not getting a full education. In fact, some of the worst things have happened to our children while attending colleges led by administrators who wink at subversion and amorality.”
-Ezra Taft Benson (The Teachings of Ezra Taft Benson, p. 307.)
“I do not see how any honest educational reformer in western countries can deny that the greatest practical obstacle in the way of introducing into schools that connection with social life which he regards as desirable is the great part played by personal competition and desire for private profit in our economic life. This fact almost makes it necessary that in important respects school activities should be protected from social contacts and connections, instead of being organized to create them. The Russian educational situation is enough to convert one to the idea that only in a society based upon the cooperative principle can the ideals of educational reformers be adequately carried into operation.
– John Dewey, Impressions of Soviet Russia and the Revolutionary World, pg. 86

“I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.”
-John Dewey, My Pedagogic Creed, January 1897

When you speak of peace, the Communists mean the cessation of all opposition to Communism, the acceptance of a Communist world. Then, and only then, can there be peace. This alone is what peace means in Communist language. Once this is understood the utter falsity and hypocrisy of Communist references to peace becomes at once obvious. I have mentioned these things simply to emphasize one dominant force which has as its ultimate achievement and victory-the destruction of capitalism, the destruction of the free agency of man which God has given him, and that destruction may be brought about-as advocated by Marx himself-in a brutal way. What is the other force? It is just the opposite. Jesus said to the man who came and asked him which is the greatest law, ‘Thou shalt love the Lord thy God and him only shalt thou serve, and the second is like unto it, Thou shalt love thy neighbor as thyself.’ When Marx was asked one time what was his object, he answered, ‘To dethrone God.’
-David O. McKay, Two Contending Forces, BYU Speech, May 18, 1960
Every child in America entering school at the age of five is insane because he comes to school with certain allegiances to our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being, and toward the sovereignty of this nation as a separate entity. It’s up to you as teachers to make all these sick children well – by creating the international child of the future.
-Dr. Chester M. Pierce, Harvard Professor of Education and Psychiatry, in an address to the Childhood International Education Seminar in 1973
“From the 5th grade through the 4th year of college, our young people are being indoctrinated with a Marxist philosophy and I am fearful of the harvest. The younger generation is further to the left than most adults realize. The old concepts of our Founding Fathers are scoffed and jeered at by young moderns whose goals appear to be the destruction of integrity and virtue, and the glorification of pleasure, thrills, and self-indulgence.
-Ezra Taft Benson, The Teachings of Ezra Taft Benson, pg. 321
Education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished …
-Bertrand Russell, quoting Gottlieb Fichte the head of psychology that influenced Hegel and others.
“Wherefore, because that Satan rebelled against me, and sought to destroy the agency of man, which I, the Lord God, had given him…I caused that he should be cast down;”
-Moses 4:3“Verily I say, men should be anxiously engaged in a good cause, and do many things of their own free will, and bring to pass much righteousness;”
-Doctrine & Covenants 58:27

We must protect this American base from the brainwashing, increasingly administered to our youth in many educational institutions across the land, by some misinformed instructors and some wolves in sheep’s clothing. Their false indoctrination, often perpetrated behind the front of so-called academic freedom, is leaving behind many faithless students, socialist-oriented, who are easy subjects for state tyranny.
-Elder Ezra Taft Benson, Conference Report, April 1962

Dealing with Korihor

This post is for an LDS audience, though all are welcome to read it. This is a personal view of some of the doctrines of the LDS church and as such should be viewed solely as my opinion.

Members of the LDS church view the Book of Mormon as a second witness of Jesus Christ and a guide to living a Christ-like life. This is true, but it is more than that. Members of the church believe the Book of Mormon was written for our day, not only to bring the world this witness of Christ, but also to use as a guide in combating the errors of the day.

President Ezra Taft Benson said:

“Not only should we know what history and faith-promoting stories it contains, but we should understand its teachings. If we really do our homework and approached the Book of Mormon doctrinally, we can expose the errors and find the truths to combat many of the current false theories and philosophies of men. I have noted within the Church a difference in discernment, insight, conviction, and spirit between those who know and love the Book of Mormon and those who do not. That book is a great sifter.” (“Jesus Christ-Gifts and Expectations,” Christmas Devotional, Salt Lake City, Utah, 7 December 1986.)

Unfortunately, for over 150 years, the church has stood under condemnation (D&C 84:54-57) precisely because the members of the church refuse to use the book as it was intended by the Lord to be used. Are we ready to escape that condemnation yet?

President Benson also stated:

We have not been using the Book of Mormon as we should. Our homes are not as strong unless we are using it to bring our children to Christ. Our families may be corrupted by worldly trends and teachings unless we know how to use the book to expose and combat the falsehoods in socialism, organic evolution, rationalism, humanism, and so forth… And our nation will continue to degenerate unless we read and heed the words of the God of this land, Jesus Christ, and quit building up and upholding the secret combinations which the Book of Mormon tells us proved the downfall of both previous American civilizations. (A Witness and a Warning, p. 6.)

The Book of Mormon exposes several types of characters specifically as a warning to those in the last days. We are to use that information to expose those who would overthrow our religious and political freedoms.

Some members of the church focus on living the faith, hope, and charity of Christ, and forget the other aspect of Christ in cleansing the temple, driving out the moneychangers, and exposing the Pharisees. In becoming like Christ, we have a responsibility to muster the courage to speak out and perform similar duties within our own sphere of stewardship.

I would like to discuss the story of one of these characters, namely Korihor, a man identified as an Anti-Christ and humanist. There are numerous questions that could be asked to help us understand the story and why it was included in the Book of Mormon.

Was it simply to share a story that the prophet has power to address problems with false doctrine being taught in the world, or is there a message for all members of the church? What knowledge can we gain from this story and what are we to do with that knowledge? If Korihor himself were here today, what would he look like? What would he teach? Would you allow your children to be taught by him? Would you allow them to be taught by him even a little? Would he be a danger to our liberty? Would he be a danger to our families? Would he be a danger to our faith? How subtle a message would he espouse to make himself look harmless?

The story starts in Alma 30 with the Nephites just finishing a battle with the Lamanites and Amlicites. After the people had buried the dead and mourned for them, the account says the people were “strict in observing the ordinances of God” (vs. 3) and there was “continual peace” in the land (vs. 5). These were good people trying to live good obedient lives, much like the people in our community. However, within another year, a man came into Zarahemla and the account says “he was Anti-Christ, for he began to preach unto the people against the prophecies which had been spoken by the prophets, concerning the coming of Christ.” (vs. 6)

By this verse we see that an Anti-Christ is simply anyone who teaches that Christ will not come. It is someone who is an atheist, and more specifically, one who is vocal in teaching such false doctrine. Korihor was not a psychotic murderer or petty thief or he would have been put in prison. He was a learned individual who desired to promote his belief that there is no Christ.

The Book of Mormon warns us that if we want to remain a free people we must serve the God of this land which is Jesus Christ.

Ether 2:12 “Behold, this is a choice land, and whatsoever nation shall possess it shall be free from bondage, and from captivity, and from all other nations under heaven, if they will but serve the God of the land, who is Jesus Christ, who hath been manifested by the things which we have written.”

The corollary is that if we fail to serve Jesus Christ, we will fall into bondage. Is there a danger in ignoring the Korihor story? Personally? As a community and nation? Why would the Lord have inspired Mormon to include this story if it wasn’t to expose modern day Korihors and protect ourselves from Anti-Christs? Do we have any responsibility to our friends and neighbors to warn them when we recognize an Anti-Christ?

I believe when we fail to warn our neighbors of humanist/atheists we fail to use the Book of Mormon as the Lord intended and we further endanger our political and religious freedoms by ignoring the dangers of failing to serve Jesus Christ and failing to heed the warnings of the Book of Mormon.

Ezra Taft Benson wrote:

“Now, that divine duty to be a faithful fighter for freedom requires that those of us who have been warned do our duty to warn our neighbor, for our neighbor’s involvement in this struggle can bless his soul, strengthen his family, and protect him from pitfalls while he helps his country. The blessings far outweigh the burden when we stand up for freedom. With gall comes glory; with a cross comes a crown; with thorns comes a throne, if we will persevere in righteousness. There are still more victories to be won in this fight for freedom, the most important of which is to save our own souls by taking a stand for liberty with the Lord. For amid the encircling gloom, the kindly light of the Lord can lead us on—can help expose and stop evil in some places, slow it down in others, give the forces of freedom the chance to become better entrenched, provide righteous alternatives, and develop faith and hope to keep on keeping on in the divine assurance that in the brightness of the Lord’s coming, the darkness of Satan’s conspiracy will eventually be fully exposed and destroyed.” (God, Family, Country: Our Three Great Loyalties, pg. 404)

So what kinds of things did Korihor extol that we should watch out for?

In Alma 30:14 Korihor mocks prophecies of Christ and calls them the “foolish traditions of your fathers.” Applying that to our local situation, we’ve seen Korihors clearly identify similar “foolish traditions” in the humanist agenda that denies Christ and exalts man. This comes from John Goodlad and John Dewey. Both humanists like Korihor. We’ve also clearly seen that William Meyers wrote that our divinely inspired Founding Fathers initially gave us a republic, but Mr. Meyers was grateful we were moving toward democracy. A shift from God’s law, to man’s.

Verse 16 Korihor mocks the righteous people again expressing that their belief in Christ is the effect of a “frenzied mind” and says “this derangement of your minds comes because of the traditions of your fathers.” Again he is trying to tear down their righteous heritage.

Verse 17 Korihor commends the humanist religion preaching “that there could be no atonement made for the sins of men, but every man fared in this life according to the management of the creature; therefore every man prospered according to his genius, and that every man conquered according to his strength; and whatsoever a man did was no crime.” This dangerous doctrine is the same doctrine espoused in the Humanist Manifesto, signed by John Dewey and taught by his disciple John Goodlad.

In the April 2010 General Conference, Elder D. Todd Christofferson emphasized this modern day problem saying:

“The scriptures, for example, discredit an ancient philosophy that has come back into vogue in our day—the philosophy of Korihor that there are no absolute moral standards, that ‘every man prosper[s] according to his genius, and that every man conquer[s] according to his strength; and whatsoever a man [does is] no crime’ and ‘that when a man [is] dead, that [is] the end thereof’ (Alma 30:17–18).”

Verse 18 expresses the sad success Korihor had in getting many people to believe what he was teaching and many of them fell away from their beliefs in God.

Now the story gets applicable. After Korihor was successful in areas of Zarahemla, he travelled to the land of Jershon to preach this same doctrine to the people of Ammon who were converted Lamanites. Verses 20-21 say when he arrived, these people “were more wise than many of the Nephites; for they took him, and bound him, and carried him before Ammon, who was a high priest over that people. And it came to pass that he caused that he should be carried out of the land.” These people knew how to deal with Korihor. They rejected his teachings and cast him out.

Korihor then travels to the land of Gideon and thankfully these people also show wisdom and take him to their high priest Giddonah where Korihor again preaches his doctrine of the foolish traditions of the fathers in believing in Christ. He mocks prophecy, and says the priests glut themselves on the labor of the people thus keeping them in bondage so they cannot enjoy their “rights and privileges.”

Giddonah recognized the hardness of Korihor’s heart and orders him sent to Alma in Zarahemla. There, Korihor again preaches his doctrine and the account says he proceeds to blaspheme God. Alma then corrects the notion that the priests are glutting themselves by identifying their ministry as a lay ministry. Then Korihor asks for a sign and Alma strikes him dumb by the power of God so that he may not promote his lies any further.

Korihor expresses regret and sorrow and says that the devil came to him and taught him what he should teach the people. He then wrote Alma “I have taught his words; and I taught them because they were pleasing unto the carnal mind; and I taught them, even until I had much success, insomuch that I verily believed that they were true…”

So Korihor taught the devil’s doctrines because they are pleasing to the carnal mind, and once he had success convincing others, he was convinced they must be true.

I believe the application of this account is, don’t give Korihor a voice. We should reject his words just as the people of Jershon and Gideon did. In the end, the Lord struck him dumb to silence his voice. When we give voice to the Korihors of today, we receive the sermons of the devil, the teachings of an Anti-Christ, truth mixed with lies that will lead us away from Christ and away from the safety of our homes and the righteous traditions of our fathers.

Certainly, not everything Korihor ever said was false. Truth mixed with falsehood makes it tough for people to discern if they are not firmly rooted in the truth. Hearing truth opens the heart and then when lies are presented to an open heart, they may hit fertile ground and begin to grow unless that person knows to reject the seed.

In the October 1970 General Conference, Elder Ezra Taft Benson said:

“As a watchman on the tower, I feel to warn you that one of the chief means of misleading our youth and destroying the family unit is our educational institutions. President Joseph F. Smith referred to false educational ideas as one of the three threatening dangers among our Church members. There is more than one reason why the Church is advising our youth to attend colleges close to their homes where institutes of religion are available. It gives the parents the opportunity to stay close to their children; and if they have become alert and informed as President McKay admonished us last year, these parents can help expose some of the deceptions of men like Sigmund Freud, Charles Darwin, John Dewey, Karl Marx, John Keynes, and others.

John Dewey and John Goodlad are modern day Korihors teaching there is no Christ and that children should be separated from the foolish traditions of their parents and taught by the state who they teach has rights to our children.

These false doctrines will destroy families and give rise to a generation that struggles to believe in Christ. Regardless of how much truth these Anti-Christ’s may espouse, all their words must be rejected because their Agenda is to open the hearts of people and plant the seeds of the destruction of their faith. They must not be given a voice of authority in our community and schools. We must not let their lies be entertained here.